SUGGESTIONS 



FOR 



PRIMARY WORK 



IN 



Reading and Numbers. 



ill 



HALL <i O'OONALD LITHO. CO,, TOPEKA. 



I■v.■.'«,#*fc.^^ 



SUGGESTIONS FOR PRIMARY WORK 



IN 



READING AND NUMBERS. 

J ,-1 



JliN25l889,V 



TOPEKA, KANSAS: 

HALL & O'DONALD LITHO. OO. 

X889. 



Copyrighted, IHH',), 

BY 
EiMILIE KlIULAIANN. 



5^^ 



READING BOXES. 



For beginning classes, reading charts and the blackboard are 
generally used. The chief objection to charts is, that words are not 
repeated often enough. The child commits the sentences to memory 
before the forms of the words are thoroughly impressed on his mind. 

The first words should be drilled upon thoroughly. The child 
must see the same words in connection with different thoughts. In 
script this can be easily done by means of the blackl)oard, l)ut he 
also needs the print. By using the Reading Boxes the child puts the 
words together to express thoughts. 

The Heading Boxes offer, also, some other advantages which our 
teachers, with their crowded schools, will appreciate. The teacher is 
often in need of something to keep the children busy, and it is hoped 
that the Reading Boxes will take a place anumg the occupations 
called l)usy work. 

Fifty different words, five copies of each, belong to one l)ox. 
These words are put in seven different envelopes, each marked with 
the words it contains. The envelopes are also numbered, so that the 
words needed can be easily found. 

Teachers will observe: 

1. That the words have not been taken from one reader or read- 
ing chart, but may be found in almost any first reader or almost any 
chart. 

2. That they are familiar to children generally. 

3. That in using these boxes, as shown in the sentences given in 
the following pages, the same words may be brought to the child's 
notice a great many times. 

4. That the cards are printed on both sides. Nouns are printed 
in the singular on one side and in the plural on the other. Words 
which are lial)le to occur at the l)egiuning of sentences are begun 
with a capital letter, on one side of the card, and with a small letter, 
(m the other side. Thus the l)oxes offer a large variety of reading, 
as well as language exercises. 

5. That each word is found five times in the l)ox. 

0. Tliat the cards are of different colors, so that two children sit- 
ting together can easily see which words belong in their l)oxes. 



SUGGESTIONS FOR PRIMARY WORK 



7. The cliild must not see too many words to begin with. The 
words should therefore be put in the l)o.\es as needed, in accordance 
with suggestions given below. 

Envelope No. 1 contains twenty different words (five copies of 
each), and comma, period and interrogation mark. These are put in 
the box at first. 

The teacher sees that many short sentences can be formed with 
these words, and it would be well to begin with the first and follow 
the entire list given on pages 5 and 6. 

Take no new words until the child is really familiar with every 
word already in the box. 

The first lesson may be taught somewhat in the following manner: 

The children come to the blackboard. 

The teacher has one of the boxes at hand. 

Teacher: Who of you has ever lived on a farm? Who has ever, 
visited at a farm-house? Tell me a few things you saw in the countrj' 

Children : Cornfields, houses, fences, cows, horses, etc. 

Teacher : Last summer I visited at a farm-house, and every even- 
ing I went with little Fred to the chicken yard to gather up the eggs. 
Fred carried the l)asket, and was very careful not to break the eggs. 
The black hen, whose nest was in a box, belonged to Fred. His papa 
had given it to him. He took good care of it, and fed it every morning. 

The teacher may now show the picture of a hen. Hold it so that 
all the children can see it and take an interest in the lesson. The 
teacher herself should manifest a great interest in the picture. 

1. Take the chalk, and as soon as the attention of the whole class 
is secured write the word hen on tlie board. Read it slowly. Have 
the children also give the word. 

2. Recall the name of the little 1)oy. What did Fred do every 
morning? What did he do in the evening? 

Write: Fred. 

Now tell me what Fred has. After the children have given the 
answ^er, write, Fred has a hen^ on the board. Have children read; 
have them point to the different words. Point to words; have the 
children give the words. Erase one word; ask which word is gone. 
Replace it, and again have children read the whole sentence. 

3. Pass a Reading Box, and have each child find one of the words 
written on the board. 

4. Who has the first word? (pointing to the first word on the 
lioard). Who has the second? etc. 

5. Pass a slate and gather u]> the words to form the sentence. 



IN READING AND NUMBERS. 



(i. Have several cliildreu liiul the same word. 

7. Give one card to eaeli child; let him tell what word it is. 

8. Ifave each child talve one card at random, and pvittin;;- it l)ack 
in tlie box tell the word. 

U. Each child may take a card and write the word on tJie black- 
hoard. Continue the exercises about ten minutes. 

Send tlie class back to their places Distribute the boxes. Write 
a sentence or two on the board and have the children make these 
with their cards. 

After tlie first twenty words have been thorouj;'hly learned, add 
to each box the words contained in envelope No. 2, and so on until 
the boxes contain all the words. 

Preserve the envelopes after the words liave been taken out; 
they will be needed again whenever a beginning class is formed. 

Have a box for each child and have the l)oxes ready before school 
l>egins. See that two children sitting together have l)oxes of different 
colors. 

Teach the children to put the words in a straight line on tlie table, 
so that the sentences can be easily read. 

Insist also u])on correct puctuatiou and the proper use of capital 
letters. 

At times the children may find the same sentences which were 
taught them during the reading lesson. For review lessons the chil- 
dren may be allowed to form original sentences. 



Fred 

boy 

Is 

This 

Has 

A 

hen 

like 

The 

dog 

white 

Do 

You 



LIST OF WORDS AND MARKS FOR THE BOX. 

It it 

Little little 

Can can 

In in 



Words Coxtaixed ix 
Envelope No. 1. 



Fred's 
boys 



IS 

this 

has 

a 

hens 

likes 

the 

dogs 

black 

do 

you 



I 

cat 

See 

and 

doll 

Mary 

I'retty 

My 



I 

cats 

see 

and 

dolls 

Mary's 

pretty 

my 



Words Coxtained in 
Envelope No. 2. 

nest nests 

egg eg.irs 



Words Contained in 
Envelope No. 3. 

Catch catch 

Run run 

bird birds 

How how 

Sing sing 

Words Contained in 
Envelope No. 4. 

What what 

Fly fly 



su(;ge«tiun8 fok phimakv work 



away 

On 

tree 



away 
on 

tr<>es 



Words Containku in 
Envelope No. 5. 

apples 
mamma 



a]iple — 
IMamma 



Get 

Will — 



get 
will 



dress — 
Where — 



dress 
where 



WoKDs Contained in 
Enveloi'e No. 7. 

Are — ■ are 

Did did 

Am am 

box Ijox 



Words Contained in 
Envelope No. 6. 

With with 

play • plays 

me me 

Put words contained in Enveloi)e No. 1 in the box. Take the 
otlier six envelopes out of the box. 
The Fikst Words Are: 

Fred, hoy, is, this, hits, a, hen, like, the, dog, white, hUirk, do, you, 1, 
cat, see, and, doll, Mary, pretty, my, , . ?. 

With these words the following sentences may be formed: 

Fred luis a hen. 

Fred likes the hen. 

Fred has a black hen. 

Fred likes the black hen. 

Has Fred a dog? 

Fred has a white dog. 

Fred likes the white dog. 

Do you like the white dog? 

I like the white cat. 

I like the white cat and the Ijlack dog. 

Do you see the white dog? 

Do you see the black dog? 

I see the white dog and the Ijlack dog. 

Do you see the white cat, Fred? 

Fred, do you see the black cat? 

I see the black cat and the white dog. 

Do you like the white cat? 

Fred likes the white cat and the lilack hen. 

The white dog likes the l)hick lien. 

This is Mary. 

Mary has a doll. 

Do you see Mary? 

Do you see the doll? 

I see Mary's doll. 

Mary likes the doll. 

Do you like the doll, Fred? 

Has Mary a cat? 



IN READING AND NUMBERS. 



Mary has a white cat. 

Mary likes the white cat. 

Mary has a black hen. 

Mary's dog is Ijlack. 

Fred's dog is white. 

Has Fred a black a hen? 

Fred's hen is l)lack and white. 

This is Mary's black hen. 

This is Mary's l)lack dog. 

This is Mary's l)lack cat. 

Is this Mary's doll? 

8ee the boy. 

See the l)oy and the dog. 

Do yon like this boy? 

Do yon like this dog? 

Do yon see this boy? 

This boy is Fred. 

Fred has a pretty black dog. 

See Fred's pretty black dog. 

Mary, do yon see Fred's pretty l)lack dog? 

My doll is ])retty. 

The boy likes my pretty doll. 

Fred, do yon like my pretty doll? 

My pretty Avhite cat likes my black hen. 

The 1)oy likes my black cat. 

Is Mary's doll pretty? 

Mary's doll is pretty. 

Mary likes the pretty doll. 

I see the pretty doll. 

WORDS CONTAINED IN ENVELOPE No. 2. 
nest, egg, it, lit le, can, in. 

See the pretty little egg. 

Do yon like it? 

It is white. 

The white egg is in the nest. 

Mary, do you see the little wliite egs:? 

Do yon see the nest? 

Is the white egg in the nest? 

Fred, can yon see the nest? 

I can see the nest and the little wliite egg in it. 

This is Fred's nest. 



sug(^p:stions for primary work 



Fred has a uest aad a little egg. 

See my pretty little egg. 

See my pretty little nest. 

Do you see the hen? 

The hen is in tlie nest. 

It is Fred's lien. 

I like Fred's lien. 

Fred's hen is black. 

It is a pretty little lien. 

Can you see my pretty little hen, Mary? 

I can see Fred's hen and my cat. 

WORDS CONTAINED IN ENVELOPE No. 3. 
catch, run, bird, how, sing. 

This is Fred's bird. 

The liird can sing. 

Sing, little bird, sing. 

My little l)lack bii-d can sing. 

Do you like my bird? 

The cat likes my little l)ird. 

The cat can catch my little bird. 

My little l)ird is in the nest. 

The little black l)ird has a white egg. 

Can the cat catch the litthi l)ir<l? 

Catch my little bird. 

Can the black bird sing? 

Do you like my little bird, Mary? 

I like the pretty little bird. 

Mary has a ])ird, a cat and a dog. 

WORDS CONTAINED IN ENVELOPE No. 4-. 
what, fly, away, on, tree. 
The little bird is on the tree. 
Do you see the nest in the tree? 
What is in the nest? 
A little white egg is in the nest. 
The little black l)ird is on the tree. 
Fred, do you see the ])ird on the tree? 
Fly away, little bird, fly away. 
(Jan you fly, little l)ird? 
Can you sing, little liird? 
Sing, little bird, sing. 
Fly, little 1)ird, lly. 



IN READING AND NUMBERS. 



Can the cat catch the bird? 

The bird can tly away. 

Fly away, my little bird, the cat can catch you. 

WORDS CONTAINED IN ENVELOPE No. 5. 
apple, mamma, get, will. 
Mamma, do you see this pretty tree? 
I see the tree and the pretty apple. 
The apple is on the tree. 
How pretty this apple is. 
>Iamma, can you get it? 
Catch this apple, Fred. 
Can you catch it, Fred? 
Can you catch it, Mary? 
Do you like apples, Fred? 
Do you like apples, Mary? 
]\Iary likes apples. 
Fred likes apples. 
How pretty this little apple is. 
I like it. 

:\Iamma likes apples. 
Mamma, will you get this apple? 
Fred, will you get this apple? 
The apple is on the tree. 
The bird is on the tree. 
The cat is on the tree. 
Fred, Avill you catch the cat? 
Will the cat catch the bird? 
Is the hen on the tree? 
The black hen is on the tree. 
Will the hen get the apple? 
The hen likes the apple. 
Run away, little hen, the cat will catch you. 
Fly away, little bird, the cat will catch you. 
Pretty bird, will you sing? 

WORDS CONTAINED IN ENVELOPE No. 6. 
with, play, me, dress, where. 
Will you play with me, Fred? 
I will play with you. 
Where is the pretty doll? 
Will you dress the pretty doll? 
I will get my doll and play with it. 



10 SUGGESTIONS FOR PRIMARY WORK 

My doll has a prettj^ dress. 

My doll has a white dress. 

Do you like the white dress? 

The white dress is pretty. 

Mamma likes mj' doll. 

Will you play with my doll, mamma? 

It is a pretty little doll with a white dress. 

Mary plays with the doll. 

Mamma and Fred play with Marj'. 

Has the doll a dress? 

WORDS CONTAINED IN ENVELOPE No. 7. 
are, did, am, box. 
Where are you, Fred? 
I am in the tree. Do you see. me? 
I can see you, Fred. 
Can you catch the bird, Fred? 
Where is it? 
It is in the nest. 
It will fly away. 
Will the bird sing? 

Can j'ou see the eggs in the nest, Fred? 
Are the eggs pretty? 
Is the bird black? 
Are the eggs white? 

The little bird is black, and the eggs are white. 
Did 3"ou see the bird fly away, Mary? 
See the bird fly away. 
I will get this apple, Mary. 
Will you catch it? 
Catch it, Mary. 
Mary, did you see the black box? 

What is in the black box? 

A pretty little nest. The hen is on the uest. 

Did you see the eggs in the nest? 
Where are the eggs? 

Can I see the eggs? 

The hen is on the nest. 

Run, hen, run. Fred will catch you. 

Fred, how pretty the white eggs are. 



IX KEADIXG AND XUMBERS. H 



KUHLMANN'S READING CHART. 



Tlie Reading Chart cousists of a case. 

This case consists of two parts, fastened together by hinges. One 
side opens downward and hangs upon the other by its hinges. When 
open the chart shows a surface of 20 x 32. The upper part of the chart 
is divided into thirty small compartments, each 2x2x2 inches. 

The lower part of the chart is divided by narrow shelves into five 
spaces, running horizontally across it. 

The compartments contain blocks 2 x 1 x i inches, on which all the 
letters of the alphabet, punctuation marks, etc., are printed. A different 
letter is printed on each side of each block, as: Blocks in the first com- 
partment are printed a on one side, b on the other; those of the second 
compartment, c on one side, and d on the other. 

The blocks are to be arranged on the shelves to form words and 
sentences, and when so arranged are held in place by a groove on the 
under side of each shelf. 

ADVANTAGES OF THE READING CHART. 

1. The words can be formed as needed. The chart can be used 
in connection with any reader, thus avoiding the expense of a new 
chart whenever a new series of readers is introduced. 

2. The exercises in reading can be varied in many ways, thus mak- 
ing the work more interesting for children. 

3. The children not finding the words in the same places, will not 
read what they remember from previous lessons, without looking at 
the words. Their attention is called to the words, as well as to the 
thought. 

4. The same words can be brought to the child's notice as many 
times as seems necessary. Headers or printed reading charts do not 
offer enough material for review lessons, and often the teacher is obliged 
to take up a new lesson before the children are really familiar with the 
words of the previous lesson. 

EXERCISES WITH THE READING CHART. 
For reading matter to be taught, consult first reader. 
Use also pictures from the first reader. 
Make frequent use of objects for illustrating words. 



12 SUGGESTIONS FOR PRIMARY WORK 

Use the blackboard for wi-iting, so that the children may learn the 
printed and the written word at the same time. 

The following exercises will be found helpful and interesting. 

Suppose the children were familiar with the words of the follow- 
ing sentence: 

The hen is on the nest. The new words to be taught are: my and 
Hack. Before the children begin the lesson, the sentence already- 
learned may be put in the reading chart. 

1. Some of the children may read. 

2. While the children turn the other way change the word the to 
my. 

3. The children may find the new word and point to it. 

4. Read: My hen is on the nest. 

5. Turn again. Change the nest to my nest. 

6. After the children have noticed the change, some may read. 
Call attention to My and my. 

7. In the same way insert the word black. 

8. The new words may also be put in different places in the chart, 
children finding them. 

9. Take out one word; children tell which word is gone, and point 
out the place for it. 

10. Children are given the blocks to replace the word. 

11. The chart will be found convenient for review lessons in build- 
ing sentences. 

Put, for instance, the following words in the chart: 

My hen hlnek white. 

Have the children think of words to fill out the blank spaces, as: 
My pretty hen is black and white. Read. 

12. Change heii to cat. Read. 

13. Change cat to cats, and is to are. Read. 

14. Put certain blocks on a slate, and have children tell what word 
can be made by putting these letters together. 

The teacher can thus vary the exercises in many ways and keep 
the little folks interested in their work. 



IN READING AND NUMBERS. 13 



NUMBER RODS. 



Every priiiiury school sliould be provided with objeets to be used 
for the first lessons in uuinber. The method of illustrating written 
numbers by means of objects is well known, and has been used with 
satisfactory results. 

Many teachers finding tlie distributing of objects troublesome, have 
for this reason gone back to their former way of teaching. 

This difficulty is removed by using the number rods. 

The number rod consists of nine small movable balls, upon a heavy 
wire, secured at both ends. 

The objects are thus arranged in a manner convenient for use, and 
no time is lost in distributing. 

In the first step in number only the nine digits sliould be used. 
With ten a new difficulty begins, lience only nine balls are placed on 
each rod. 

The rods are used by the children in connection with blackboard 
work — the teacher leading the exercise — and also by the children in- 
dependently, when at their work on slate or paper. 

DIRECTIONS TO THE TEACHER. 

Give a rod to eacli child. 

Hold the rod with the right hand, so that it covers tlie balls. Use 
the left hand for pushing out balls as needed. 

EXERCISES WITH THE RODS. 

1. Teacher, holding up her rod, pushes out one ball. 
Children do the same. 

Write 1 on the blackboard. 

Illustrate 1 in different ways, rs: 1 boy, 1 girl, 1 chair, etc. 
Put the ball back. 

Have the children push out two balls. 
Write 2. 

Illustrate the same number in different ways, as: 2 dots, 2 chairs, 
2 pencils, etc. 

2. After 2 has been illustrated as one number, the two balls are 
separated by putting the index finger of the left hand ])etween tliem, 
so that the two numbers can be seen distinctly. Read the exercise 



14 SUGGESTIONS FOR PRIMARY WORK 

from the rod i. As the cliildren say two, the finger is taken away and 
tlie two balls are pushed close together. The exercise is also written 
on the blackboard, first by the teacher, and next by the children. 

3. For a review lesson, the number is written first, and children 
quickly push out the same number of balls. 

4. Write a number — 5, for instance — on the blackboard. Children 
pusli out 5 balls, and, separating the balls, form the different combina- 
tions of 5. 

5. The children may also tell stories in connection with these exer- 
cises, having the balls represent cherries, apples, pebbles, etc. 

6. Illustrate subtraction in the following manner: 
Pusli out four balls. 

Write 4 on the blackboard. 

Push back 2 balls. 

Let the children tell how many balls they had at first, how many 
were taken away and how many are left. 

While asking each question and receiving a correct answer, tlie 
exercise is also written on the blackboard. 

7. Exercises without using the blackboard. 
Push out 6 balls. 

Push back 3 balls. How many remain? 
Push back 2 balls. IIow many remain? 
Push back 1 ball. IIow many remain? 
Push out 4 balls. 
Push out 4 more. IIow many? 
Show me 3 and 3. 
Show 3 cherries and 2 cherries. 
Push out 7 balls. 

Each may show something that can be done with seven. 
Children will show different combinations, and tell about these. 
Exercises similar to these'may be continued with numbers as high 
as 9. 



IN HKADING AND N UZBEKS. 25 



NUMBER CARDS. 



These cards are printed on both sides. 

On one side are two tiiiures, eonihinatioiis not higher than U. The 
other side repi-esents the same numbers in dots. The dots are ar- 
ranged in groujis to represent the two corresponding tigm-es on the 
other side. 

The cards are arranged in sets. 

Each set consists of (50 cards, 20 diiferent comljinations, '.] of eacli. 

The cards are esj^ecially adapted for busy work, and exercises 
similar to the foHowing are suggested: 

1. Teacher writes on the bhickboard a list of cond)inations of 
numbers. 

Children may tind these in their boxes. 

2. Children take from their boxes one card at a time, and write 
the two figures, with answers, on slates or paper. 

3. Take one card at a time; write the two figures, and subtract. 

4. Teacher writes on the blackboard: 4, H, 8, 7, !), etc. 

Children find in their boxes all cards on which the two figures 
represent 4; next 5, etc. 

5. Children may take two cards at a time; write the four ligures, 
and add. 

0. Teacher gives one card to each child; she also passes a box 
containing objects, and children take as many objects as indicated l)y 
the numbers on their cards. 

7. Children are given one c-ird at a lime, and reciuir.'d to write 
the iuunl)ers, with answers, on the l)lackl)oard. Tliis done, each nuiy 
tell a story about his nund)ers. 

8. The cards may also l)e used for work in inultii)lication. 

EXERCISES WITH CARDBOARD OF DIFFERENT COLORS, 
CUT IN INCH SQUARES. 

The bright colored S(iuares please the little i)eople, and can be 
used frequently, without tiring them. 

Put the s(iuares in small l)Oxes, having one for eacli cliihl. This 
will save time in distributing the material. Tlie ciiildren may eiliier 
stay at their seats, having the boxes cm their desks, or stand facing 



IQ SUGGESTIONS FOR PKIIVIAliY WORK 

the blackboard, holding their boxes with their right hands. The 
latter is preferable, because the little ones need frequent cluuige of 
position. The teacher stands in front of the children, near the black- 
board, holding also a box with squares. 

1. After the attention of the class is secured, the teacher takes 
out of her box one square. 

2. The children are asked to do the same. 

3. Teacher, holding up her square and showing it to the children, 
writes the figure 1 on the blackl)oard. Illustrate the same figure with 
different objects — 1 book, 1 knife, 1 slate, 1 pencil; each time writing 
1 on the blackboard. 

4. Several children niaj^ come to the blackboard to write the fig- 
ure 1. 

5. The sipiares are jnit back in the Ijoxes, and after the attention 
is again secured the teacher takes two squares out of her box; show- 
ing tliese to the children, she requests them to do the same. Illus- 
trate 2 in the same manner as 1, and continue these exercises with 
numbers as high as 4. Children will soon learn to associate the fig- 
iires with the same number of objects 

6. Teacher may change the exei'cise by writing the figure on the 
board, having the children show the number of squares represented 
by the figure. The boxes may now be put aside, teacher, however, 
keeping one for herself. 

The following exercises will be found helpful in teaching the 
different coml)inations of these numbers. 

1. Teacher may put two squares close together on a slate. 

2. How many squares do you see? 

;>. Write, or have some of the children write, the figure on the 
blackboard. 

4. Separate the two scjuares. IIow many do you see in this [ihu-e? 
How many in this? How many I's do you see? 

o. Write the two I's on the blackboard. 

G. Put the two s<iuares close t(jgether. \Vhat do you see? Write 
^ on the l)lackboard. 

Take the same exercises with o and 4. Continue these until the 
children can give all tlie comljinations with objects, orallij and in writ- 
ten icork. 

Some points maybe mentioned here which are very important: 

^lake the children understand that the squares are given to tliem 
for work and not for play; that they are not allowed to take them out 
at random, l)ut only according to directions given b}' the teacher; 



IN READING AND NUMBERS. 



17 



that the work must Ije done quicklj-, and that no time must he lost in 
lookinii for certain colors. If the teacher shows the right spirit, and 
is fully in sympathy with her work, there will be little need of talk- 
ing about these points. Her own eagerness will be the best guide for 
her pupils. 

EXERCISES WITH CARDBOARD OF DIFFERENT COLORS, 
CUT IN INCH SQUARES, FOR BUSY WORK. 

Each child is given a l)ox of squares. 

After the attention of the children is secured, the teacher writes 
on the board one of the following exercises, and the children put the 
squares on their desks in siich a way as to correspond witli the figures 
given by the teacher: 

1. Teacher writes on the board: 
1 
2 
3 
4 
5 



Children arrange the s([uares as indicated below: 



2. Teacher: 
9 

8 

7 

6 

5 

4 

3 

2 

1 



Children 

■ ■ ■ ■ 

■ ■ 
■ 



18 SUGGESTIONS FOR PRIMARY WORK. 



3. Teacher: Children: 

2 ■ ■ 

■ ■ ■ ■ 



■ ■■■■■■■■■ 

4. Teaclior: Children: 

■ 
3 ■ ■ ■ - 

■ ■ ■ ■ ■ 

■ ■■■■■■ 

■ ■■■■■■■■ 

■ ■■■■■■■■■■ 

5. Teaclier: Children: 

■ ■■■■■■■■ 

■ ■ ■ ■ 

2 ■ ■ 

■ ■■■■■■ 

3 ■ ■ ■ 
■ 

0. The following exercise will also be found very helpful: Teacher 
writes on the board one figure, 7, for instance. Children represent with 
their squares as many two numbers as they can think of, which to- 
gether make 7, as: 

Children: 



The same material may also l)e used to represent forms for draw- 
ing. The scjuares can be put together to make many l)eautiful de- 
signs. The children delight in inventing new things, and they very 
soon learn to do the work without help from the teacher. 

Teachers who are in need of something to keep the little folks 
l)usy will find tlie exercises with scjuares very iielpful. 



KIND WORDS FROM SOME OF OUR EDUCATORS. 



The Reading Boxes have been in use in the primary departments of our 
schools for more than two years. The teachers find them to be a great help in 
busy work. By their use the little folks get a mucli better knowledge of words, 
of punctuation and capitalization. The children learn by doing, and the work of 
the school room becomes real pleasure. I can heartily recommend the Reading 
Boxes to all interested in primary work. — StrPT. J. E. Klock, Emporia, Kansas. 

We are using your Reading Boxes in our primary classes, and now wonder 
how we managed to " keep house " without them. They have stood the practical 
test of two years' use in our schools, and we think more highly of them now than 
when we introduced them.— Supt. Gridley, Jr., Kingman, Kansas. 

We have been using your Reading Boxes for nearly two years, and find tiiem 
very useful. Our first year teachers speak of them in the highest terms. — Supt. 
John Cooper, Leavenworth, Kansas. 

The Reading Boxes are giving entire satisfaction. I can recommend tiiem 
to any one who may desire to use them. — Supt. R. W. Wood, Jetfersonville, Ind. 

As a practical aid in primary work, I think the Reading boxes are unsur- 
passed. In fact, since using them, I don't see how I could teach a primary class 
without them. They impart instruction more rapidly than any other means I have 
ever used. — Supt. Ed. T. Barber, lola, Kansas. 

Kuhlmann's Reading Box for teaching reading to beginners, is a most effi- 
cient aid to the teacher who has an idea permeating her work.— Supt. A. H. Owen, 
Salina, Kansas. 



PRICE LIST 

OF 

KINDERGARTEN MATERIAL. 



First Gift, R worsted balls 

Blocks for Building, large box 

Par(]uetry Pai)er, 1 box 

Colored Sticks, 1, 2, 3 inches, 1 set 

Half Kings, 3 different sizes, 1 set 

Paper 8\i x 11, ruled in squares, both sides, 50 sheets 

12 Pic ures for sewing, 4 x 5! o 

1 P(^rf<irating Cushion 

1 PiTforatin^' Needle 

luO liristol Board, IxS'i 

12 Weaving mats, 5x7, strips V4 inch wide 

12 Weaving mats, 5 x 7, strips ^j inch wide 

12 Weaving mats, 5x7, strips '4 inch wide 

1 Steel Weaving Needle 

100 (Tlazed papers, 4x1, assorted colors 

100 Triangles, 4 x 4, glazed paper, assorted colors 

100 Circles, 4 inches diameter, assorted colors 

100 Pajiers, 4x4, for folding 

100 Papers, 3 x 3, for folding 

100 Papers, 2 x 2, for folding 

100 Strips of paper, '4 inch wide, assorted colors 

100 Wires, 1-5 inches long 

12 Moulding Knives 

Cardboard, 1x1, for numlior work, (5 sets 

1000 Lentils 

Nnndier Tablets A 

Num I ,..r Tablet s B 

40 Wooden halls i Haibnan'e ) 

Kiihlmann's Number (^ards, 1 set 

1 Kuhlmaiiirs Niiinbor Rods 

1 Kiililmaiin's 1 leading Boxes 

6 Knhlmaun's Reading Boxes 

12 Kuhlmann's Reading Boxes 

IH Kuhlmann's Reading Boxes 

24 Kiililmann's Readiu'^r Boxes 

1 Kulilmann's Heading Chart 

Merry Songs and (iames 

Education by Doing 

Toy Money 

Children's Entertainment 

Ruled Writing Books 



Price. 


Postage. 


$0.55 


$0.07 


1.25 


Express. 


.20 


.04 


.05 


.01 


.12 


.02 


.25 


.11 


.25 


.02 


.15 


.04 


.03 


.01 


.35 


.12 


.15 


.02 


.15 


.02 


.15 


.02 


.05 


.01 


.15 


.04 


.20 


.04 


.20 


.04 


.12 


.04 


.08 


.04 


.04 


.02 


.03 


.01 


.08 


.04 


.25 


.02 


.10 


.0t3 


.30 


.02 


.20 


.05 


.25 


.05 


.15 


.03 


.08 


.02 


.07 


.01 


.35 


.03 


2.00 


Express. 


3.50 


Express. 


4.50 


Express. 


5.25 


Express. 


5.00 


Express. 


2.00 


.15 


.75 


.Ot) 


.30 


.04 


.25 


.04 


.05 





For Kindergarten Material, School Supplies and Stationery, send to 

ELLEN PLUMB, Empobia, Kan. 



LIBRARY OF CONGRESS 



019 843 582 A 



